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Identifying the Characteristics of Effective Teacher Professional Development: A Critical Review

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Title: Identifying the Characteristics of Effective Teacher Professional Development: A Critical Review
Language: English
Authors: Sims, Sam (ORCID 0000-0002-5585-8202), Fletcher-Wood, Harry (ORCID 0000-0001-7016-8704)
Source: School Effectiveness and School Improvement. 2021 32(1):47-63.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2021
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Literature Reviews, Criticism, Program Effectiveness, Program Evaluation, Evaluation Methods, Coaching (Performance)
DOI: 10.1080/09243453.2020.1772841
ISSN: 0924-3453
Abstract: Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is sustained, collaborative, subject specific, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and official guidance in several countries. This paper reassesses the evidence underpinning the consensus, arguing that the reviews on which it is based have important methodological weaknesses, in that they employ inappropriate inclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. It is argued that researchers would make more progress identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously evaluated PD interventions.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1288769
Database: ERIC
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  Data: Identifying the Characteristics of Effective Teacher Professional Development: A Critical Review
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  Data: <searchLink fieldCode="AR" term="%22Sims%2C+Sam%22">Sims, Sam</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5585-8202">0000-0002-5585-8202</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fletcher-Wood%2C+Harry%22">Fletcher-Wood, Harry</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7016-8704">0000-0001-7016-8704</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it is sustained, collaborative, subject specific, draws on external expertise, has buy-in from teachers, and is practice based. This consensus view has now been incorporated in government policy and official guidance in several countries. This paper reassesses the evidence underpinning the consensus, arguing that the reviews on which it is based have important methodological weaknesses, in that they employ inappropriate inclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. It is argued that researchers would make more progress identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously evaluated PD interventions.
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